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TeacherResource Book

Grade 5

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© Harcourt • Grade 5

Teacher Resource Book2

Contents

School-Home Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

My Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Contract for Internet Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

My Activities for the Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Vocabulary Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Graphic Organizers

• Story Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

• Venn Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

• Cause-Effect Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

• Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

• Main Idea and Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

• Two-column Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

• Three-column Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

• Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Readers’ Theater Backdrop Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Readers’ Theater Backdrops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Readers’ Theater Scripts

• It Takes Talent!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

• The Secret Ingredient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

• How Prairie Became Ocean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

• The Invention Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

• The Compassion Campaign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

• Exploring the Gulf Coast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Editor’s Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

3© Harcourt • Grade 5

Teacher Resource Book

Contents

Proofreading Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Writing Conferences Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Writing Conferences

• Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

• Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

• Expository Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

• Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

• Persuasive Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

• Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134



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School-Home Connection • Lesson 1There is much to be discovered around the home and in your community.

Your child is reading the fiction story “Rope Burn” by Jan Siebold and the nonfiction article “Tree Houses for Everyone” by Tiffany Sommers. In these selections, your child meets young people who don’t let challenges stop them from enjoying treetop fun.

humiliation expectations fringes hesitating sincere coaxed

Match It Have your child match the Vocabulary Word with its meaning.

• humiliation a. beliefs• sincere b. honest• expectations c. persuaded• coaxed d. embarrassment

Encourage your child to read for at least 30 minutes outside of class each day. Look for these books at your local library. Have your child choose one to read with you.

• Muscles: Our Muscular System by Seymour Simon. HarperTrophy, 2000.

• The Million Dollar Shot by Dan Gutman. Hyperion, 2003.

• Regarding the Trees by Kate Klise. Harcourt, 2005.

Exercise Plan Ask your child to write a plan describing the physical activities she or he plans to do this week. Your child should include physical education classes and sports practices, as well as activities such as riding his or her bicycle. Discuss the plan, focusing on whether your child is getting enough exercise to stay healthy.

Finding a Way Use these discussion starters with your child to discuss the two selections.

• The main character in “Rope Burn” had a difficult time learning to climb up a rope. When I was your age, I had a difficult time learning to . What is something you find difficult to do?

• The way I met this challenge was by . How did the story

character meet his challenge? How might you meet yours?

• In both selections, the young people had help reaching their goals. Tell me about the people who helped in each story. How did they help?




School-Home Connection • Lesson 2Daily experiences are rich in information and can be a source for important reflections.

Your child is reading the autobiographical story “Line Drive” by Tanya West Dean and the poem “Ninth Inning” from Cricket by Anna Levine. In these selections, your child meets two baseball players: one who proves she can play as well as the boys; and one who hits a game-winning run.

mortified exhilarated mavenconceited designated smirkreigned

Sentences Ask your child to name the Vocabulary Word that goes with each sentence.

❑ The pitcher was arrogant. (conceited)

❑ He thought he was a pitching expert. (maven)

❑ I was thrilled when I hit a home run! (exhilarated)

❑ I think he was humiliated. (mortified)


• Opening Days: Sports Poems selected by Lee Bennett Hopkins. Harcourt, 1996.

• Ballpark: The True Story of America’s Baseball Fields by Lynn Curlee. Atheneum, 2005.

• Baseball Fever by Johanna Hurwitz. HarperTrophy, 2000.

Sports Vocabulary With your child, talk about the special terms that are used in different sports, such as “fly ball” in baseball and “goalie” in soccer. Ask your child to list the special terms used in his or her favorite sport. Work together to write the meaning of each term.

Rules Use these discussion starters with your child to discuss “Line Drive.”

• When I was your age, an “unspoken rule” was . Tell me about the “unspoken rule” in the story “Line Drive.”

• Tell me about an “unspoken rule” that you know about today. Do you agree or disagree with that rule? Explain.

• One rule that I think is unfair is . Tell me about a rule that

you think is unfair. How can people work to change unfair rules?




School-Home Connection • Lesson 3Each day holds opportunities for learning.

Your child is reading the historical fiction story “Chang and the Bamboo Flute” by Elizabeth Starr Hill and the interview “Evren Ozan, Musician” by Harsha Viswanathan. In these selections, your child will learn about two talented flute players.

pried desperately sneeredindignantly urgently grudgingly

Silly Sentences With your child, take turns inventing humorous sentences for each Vocabulary Word. For example: I pried my sister’s fingers off my present.


• Everybody Brings Noodles by Norah Dooley. Carolrhoda, 2005.

• Chang and the Bamboo Flute by Elizabeth Starr Hill. Farrar, Straus and Giroux, 2002.

• Yang the Second and Her Secret Admirers by Lensey Namioka. Little, Brown, 1998.

Interview Have your child interview someone of an older generation – you or another relative or friend – about his or her musical preferences. Have your child start by writing a list of questions, such as, “What is your favorite type of music?” “What is your favorite CD?” Your child should then conduct the interview and write the interviewee’s responses.

Music Use these discussion starters with your child to discuss the two selections.

• The kinds of flutes I have seen and listened to were made of . What were the flutes in the stories made of? What kind of music did each boy play on the flute?

• An instrument I would like to learn to play is the . What instrument would you like to learn to play?

• Playing or listening to music makes me feel . How did it make the boys in the stories feel?




School-Home Connection • Lesson 4Language is your child’s best learning tool. Talk with your child every day.

Your child is reading the biography The Daring Nellie Bly: America’s Star Reporter by Bonnie Christensen and the personal essay “Around the World in Seventy-two Days” by Nellie Bly. In these selections, your child will learn about an amazing nineteenth-century reporter.

infuriated relented fazeimpassable eccentric crusadeddisheartened

Headline News! Ask your child to write newspaper headlines using each of the Vocabulary words. For example: Travelers Disheartened by Impassable Roads.


• Nellie Bly by Shannon Knudsen. Lerner, 2005.

• Science Fiction Pioneer: A Story About Jules Verne by Tom Streissguth. Carolrhoda, 2000.

• Extra! Extra! The Who, What, Where, When and Why of Newspapers by Linda Granfield. Orchard, 1994.

Pack One Bag Nellie Bly carried only one handbag on her seventy-two day trip around the world. Ask your child to imagine that she or he will travel around the world in seventy-two days, and can take only one suitcase. Have your child make a list of things she or he would pack, keeping in mind different climates and weather. Discuss the list. Together, you could pack a suitcase to see if everything would fit!

Travel Use these discussion starters with your child to discuss the two selections.

• Nellie Bly visited many places on her trip around the world. Tell me about the place that interested you most.

• Nellie Bly traveled by ship and by train. The farthest I have ever traveled was to

. The kind of transportation I took was . What kind of transportation have you taken?

• How is travel today different from travel in the 1800s?




School-Home Connection • Lesson 5Children will thrive if they are encouraged to read every day. Support your child’s reading.

Your child is reading “It Takes Talent!” and the fiction story “The Alligator Race.” In these selections, your child will meet characters who overcome their fears in order to help others.

genial prognostication flopstricken dramatically overcomerestrain spectacular feverishlyprotest

Yes or No? Ask your child vocabulary questions that can be answered with a yes or a no. Then have your child explain his or her answers. These will get you started:

❑ Is a genial person always angry? (no)❑ Do people hold a protest when they

approve of something? (no)


• Grandma Moses by Alexandra Wallner. Holiday House, 2004.

• I Want to Be...A Dancer by Stephanie Maze and Catherine O’Neill Grace. Harcourt, 1999.

• Maria Tallchief: Native American Ballerina by Paul Lang. Enslow, 1997.

I Did It! In the selections, two characters overcome their fears: one boy has stage fright, and the other has a fear of water. Ask your child to write a paragraph about a time when she or he had to work through a fear to accomplish a goal.

Performing Use these discussion starters with your child to discuss “It Takes Talent!”

• The main character in “It Takes Talent!” didn’t want to perform in a talent show. Speaking or performing in front of a group makes me feel . How does it make you feel?

• Many people get nervous when they have to speak or perform in public. What things can people do to help them overcome stage fright?

• One of my talents is . What is one of your talents? How might you use that talent someday?




School-Home Connection • Lesson 6Public libraries are excellent sources for books to read and share.

Your child is reading “The Night of San Juan” by Lulu Delacre as well as a selection about an ethnic festival. Your child will discover that no matter where in the world they take place, celebrations bring people together.

wistful grateful irresistible raspyswarmed revelers grim

Ping-Pong Word Pairs Ask your child a question using a Vocabulary Word, and have your child respond by using a different Vocabulary Word. For example:

• Why is your voice raspy?• I spent too much time with

revelers!


• Hurricane! by Jonathan London. HarperCollins, 1998.

• Shake It, Morena! And Other Folklore from Puerto Rico compiled by Carmen T. Bernier-Grand. Millbrook, 2002.

• Pride of Puerto Rico: The Life of Roberto Clemente by Paul Robert Walker. Harcourt, 1991.

Family Rules The boy in the story was not allowed to play outdoors because his grandmother thought it was too dangerous. With your child, discuss your family rules for safety. Ask your child to write a list of “Family Rules.” Post the rules in a place where everyone can see them.

Holiday Traditions Use these discussion starters with your child to discuss “The Night of San Juan.”

• A holiday celebration I know about that takes place in another country is

. Where does the celebration in “The Night of San Juan” take place? What special traditions do they have?

• Tell me what interested you most about the Night of San Juan celebration.

• My favorite holiday celebration is because .

What holiday celebration do you like best? What do you like about it?




School-Home Connection • Lesson 7Make going to the library a part of your weekly routine.

Your child is reading the historical fiction story “When the Circus Came to Town” by Laurence Yep as well as a selection of poems. In these works, your child will meet some talented entertainers and a self-conscious girl who must rejoin her community after a bout with smallpox.

assured outlandish fretnudged proclaimed ruckus

Double Up Ask your child to write sentences using two Vocabulary Words in each sentence. For example: I assured my mom that we would stop the ruckus.


• Celebrating Chinese New Year by Diane Hoyt-Goldsmith. Holiday House, 1998.

• Yang the Third and Her Impossible Family by Lensey Namioka. Yearling, 1996.

• The Ch’I-Lin Purse retold by Linda Fang. Farrar, Straus and Giroux, 1997.

Games The friends in the story invented a game called “Pirate.” Ask your child to write about a game that she or he regularly plays with friends. Tell your child to name the game, explain it, and include its rules.

Amazing Feats Use these discussion starters with your child to discuss “When the Circus Came to Town.”

• The most amazing entertainment act I have ever seen was . Tell me about the circus acts in the story. Which feat do you think was most amazing?

• I think that the hardest circus act to learn would be . Which circus act would you like to learn how to do?

• The feats in the circus took a lot of strength, agility, and practice. What physical activities today require the same three things?




School-Home Connection • Lesson 8Do not hesitate to ask your child’s teacher how you can best assist your child at home.

Your child is reading the nonfiction selection “When Washington Crossed the Delaware” by Lynne Cheney and the poem “In 1776” by Jean Marzollo. In these selections, your child will learn about events leading up to and during the American Revolution.

maneuvered destiny crisisencountered persuading crucialperseverance appealed

Synonyms Have your child name the Vocabulary Words that have the same meanings as these words:

• convincing• met• emergency

• determination• extremely

important


• George Washington’s Teeth by Deborah Chandra and Madeleine Comora. Farrar, Straus and Giroux, 2003.

• George Washington’s Breakfast by Jean Fritz. Putnam, 1998.

• If You Were There in 1776 by Barbara Brenner. Simon & Schuster, 1994.

Notable Quotes “When Washington Crossed the Delaware” includes several quotes by famous people, such as “These are the times that try men’s souls” by Thomas Paine. Have your child write down quotes that are meaningful to him or her. Your child could work from memory, interview people, or look on the Internet or in books of quotations.

History Use these discussion starters with your child to discuss “When Washington Crossed the Delaware” and “In 1776.”

• What events in history did you read about in the selections? Tell me one fact that surprised you.

• You read a poem about history and a story about history. My favorite way to learn about history is . What is your favorite way?

• The period of American history that interests me most is because . About what period of American history would you like to learn more?





Your child is reading the nonfiction selection “Leonardo’s Horse” by Jean Fritz and “Bellerophon and Pegasus: A Greek Myth” illustrated by David Austin Clar. In these selections, your child will learn about two larger-than-life horses: one modern bronze horse sculpted in honor of Leonardo da Vinci; and one that is winged and mythical.

scholars envisioned specializedgesture proportion resisted

Use It! Have your child use each Vocabulary Word in a sentence. For example: The artist envisioned a statue of a horse.


• Wild Horses: Black Hills Sanctuary by Cris Peterson. Boyds Mills, 2003.

• When Clay Sings by Byrd Baylor. Aladdin, 1987.

• Leonardo da Vinci by Diane Stanley. HarperTrophy, 2000.

The Gift of Friendship In “Leonardo’s Horse,” a man and his friends labor eleven years to create a gift from America to Italy. Ask your child to make a list of ways that people can promote friendships between countries. Together, see if you can put any of the ideas into practice!

Goals Use these discussion starters with your child to discuss “Leonardo’s Horse.”

• The main character in the story wanted to create a bronze horse. Tell me about the steps that he and other people in the story took to achieve that goal.

• A goal that I once achieved was . What is a goal that you

achieved? What steps did you take to reach that goal?

• A goal that I still have is . I plan to achieve it by . Tell me about a goal that you have. How will you achieve it?





Your child is reading “The Secret Ingredient” and the nonfiction selection “Ants.” In these selections, your child will learn about people and animals who work together.

disgruntled eminent charityinadequate modest aghastconcoction dismayed amendsabsentminded

Replace the Word Have your child replace each boldface word below with a Vocabulary Word.

❑ The chef said the ingredients were insufficient. (inadequate)

❑ Still, he put together a delicious mixture. (concoction)

❑ He was a very famous chef. (eminent)


• City Green by DyAnne DiSalvo-Ryan. HarperCollins, 1994.

• Vegetables (Everyone Eats) by Jillian Powell. Raintree, 1997.

• Flavor Foods: Spices & Herbs by Meredith Sayles Hughes. Lerner, 2000.

Menu Ask your child to write a menu that includes healthful items from each food group. Together, discuss the menu; if possible, prepare the meal together.

Foods Use these discussion starters with your child to discuss “The Secret Ingredient.”

• I once worked with others to make . Tell me about a time you

worked with others. What did you make or do?

• The chef in the play adds fresh tomatoes to his chili. What fresh fruits and vegetables do you like to eat?

• My favorite food to make is . What is your favorite

food? If we made it together, how would we divide up the work?




School-Home Connection • Lesson 11Daily experiences are rich in information and can be a source for important reflection.

Your child is reading the historical fiction story “Sailing Home: A Story of a Childhood at Sea” by Gloria Rand and the nonfiction article “Voyage into the Past” by Ann Collins. In these selections, your child will learn about everyday life on nineteenth-century sailing ships.

inflammable dignified rowdyseldom conducted shatterbroached

True or False Have your child decide if statements using the Vocabulary Words are true or false. For example:• Something that is inflammable cannot

burn. (false)• Something that seldom happens does

not happen very often. (true)• You should be rowdy in class. (false)

Encourage your child to read for at least 30 minutes outside of class each day. Look for these books, and have your child choose one to read with you.

• The Sea is Calling Me selected by Lee Bennett Hopkins. Harcourt, 1986.

• The Seven Seas: Exploring the World Ocean by Linda Vieira. Walker, 2003.

• The Great Ships by Patrick O’Brien. Walker, 2005.

Daily Schedule Have your child write a schedule that shows what she or he does every day, including approximate times. Discuss the schedule with your child. Then work together to create a schedule of family activities.

Life Then and Now Use these discussion starters with your child to discuss “Sailing Home: A Story of a Childhood at Sea.”

• In the 1800s, people used coal for fuel and heat. Today we use for heat. What do you think we will use in the future?

• I think living on a sailing ship would be interesting because . What was the most interesting thing you read about in the story?

• One way that everyday life today is different from when I was a child is

. How do you think everyday life will be different when you are my age?





Your child is reading the nonfiction selection “Ultimate Field Trip 3: Wading into Marine Biology” by Susan E. Goodman and a selection about another ecosystem. In these selections, your child will learn about plant and animal life in different ecosystems.

adjust residents internal debrisspecimens recoil pesky

Instant Story Create a story with your child using the Vocabulary Words. You begin the story by choosing one Vocabulary Word, for example, “Sea animals have to adjust to the changing tides.” Then your child continues the story using another Vocabulary Word. Continue until you have used all the words.


• Ocean Explorer by Greg Pyers. Raintree, 2005.

• Sponges, Jellyfish & Other Simple Animals by Steve Parker. Compass Point, 2006.

• The Kingfisher Young People’s Book of Oceans by David Lambert. Kingfisher, 2001.

Description Have your child write a list of words or phrases that describe a tidal zone animal he or she learned about this week. Make sure your child does not name the animal. Try to guess the animal your child described.

Marine Animals Use these discussion starters with your child to discuss “Ultimate Field Trip 3: Wading into Marine Biology.”

• I think is an interesting marine animal because . Tell me about an interesting animal you learned about.

• Sea urchins and starfish both have tube feet. Two other marine animals that are alike are and

. They both .• Barnacles and mussels are cold-blooded.

What other animals are cold-blooded?





Your child is reading the tall tales “Stormalong” by Mary Pope Osborne and “Paul Bunyan Makes Progress” by Pleasant DeSpain. In these selections, students will meet two larger-than-life heroes and learn about the American tall tale tradition.

bellowing withered outcastreputation betrayed yearningescapades unfathomable

Guess the Word Give hints about each Vocabulary Word without naming it, and have your child guess the word. For example:

• You are longing for something. (yearning)

• This person feels alone. (outcast)• Will this noisy baby ever stop crying?

(bellowing)


• Paul Bunyan by Steven Kellogg. HarperTrophy, 1985.

• Oceans by Seymour Simon. HarperTrophy, 1997.

• Sunlit Zone by John Woodward. Heinemann, 2004.

Character Description Have your child write a description of someone she or he knows who is “larger than life,” such as a famous athlete or a personal hero. Have your child think of the strengths that person has, and then exaggerate them to make the description entertaining.

Tall Tales Use these discussion starters with your child to discuss “Stormalong.”

• Tell me about something amazing Stormalong could do.

• Tall tale characters do amazing feats. If I were a tall tale character, I would like to be able to . What would you like to do?

• Stormalong yearns for the sea. If I had to move away from here, I would yearn for . What would you yearn for if you had to move away from here?




School-Home Connection • Lesson 14A child who listens carefully at home will be a good listener at school.

Your child is reading the expository nonfiction selection “A Drop of Water” by Walter Wick, as well as three poems about water. In these selections, students learn about the stages of water.

replenishing elongates elasticaccumulate intricate rigidunderlying vanish

Opposites Help your child name the Vocabulary Words that have the opposite meanings of these words:

• appear (vanish)• bendable (rigid)• shortens (elongates)• simple (intricate)


• Water by Christin Ditchfield. Scholastic, 2003.

• The Science of Water: Projects and Experiments with Water Science and Power by Steve Parker. Heinemann, 2005.

• The Earth’s Weather: Changing Patterns and Systems by Rebecca Harman. Heinemann, 2005.

List Have your child make a list of all the water she or he saw or used today. The list should include the form of water, where it was, and when it was seen or used. Discuss the completed list together.

The Water Cycle Use these discussion starters with your child to discuss “A Drop of Water” and the three poems.

• I think it’s interesting how water changes from one form to another in the water cycle. What is the most interesting thing you learned about the water cycle?

• Water can be liquid, solid, or vapor. Tell how you use each form.

• If I had to choose between reading poems about water or nonfiction about water, I would choose because . Which would you choose, and why?




School-Home Connection • Lesson 15A child who can share ideas at home will find it easier to share ideas at school.

Your child is reading the myth “How Prairie Became Ocean” and the textbook selection “How Does Ocean Water Move?” By reading nonfiction and fiction about the same topic, children expand their knowledge.

recount uninhabitable sustainteeming monotonous dwellparched brimming endeavorsorrowful

Synonyms Have your child name the Vocabulary Words that have the same meanings as the following:

• live in (dwell)• boring (monotonous)• tell (recount)• unhappy (sorrowful)


• Snail Girl Brings Water: retold by Geri Keams. Northland, 1998.

• Between Earth & Sky: Legends of Native American Sacred Places by Joseph Bruchac. Harcourt, 1999.

• Shaping the Earth: Erosion by Sandra Downs. Lerner, 2000.

Thank-You Note In “How Prairie Became Ocean,” a grandmother recounts a traditional tale to her grandchildren. Ask your child to write a thank-you note to a storyteller in her or his own life. It could be a grandparent, other relative, or family friend. It could be a person who retells traditional tales or someone who reads books or tells family stories.

Traditional Tales Use these discussion starters with your child to discuss folktales.

• My favorite traditional tale is . It tells how .

Tell me what you liked about “How Prairie Became Ocean.”

• The ocean played an important role in everyday life for the Yurok people. What natural feature is important where we live? Why is it important?

• Earthquake, Thunder, and Kingfisher act like people in the folktale. Another animal character in a folktale, fable, or fairy tale is .




School-Home Connection • Lesson 16Children will thrive if they are encouraged to read every day and if families support their reading.

Your child is reading the fiction story “The School Story” by Andrew Clements and the folktale “How Anansi Gave the World Stories.” In these selections, your child will meet two very different storytellers.

tempted insights proposedbaffled essence indicationinstinct


• baffled a. sign• indication b. understandings• insights c. confused• proposed d. suggested


• Rhyme & PUNishment: Adventures in Wordplay by Brian P. Cleary. Millbrook, 2006.

• Frindle by Andrew Clements. Aladdin, 1998.

• Live Writing: Breathing Life into Your Words by Ralph Fletcher. HarperTropy, 1999.

Book Review Have your child pick a favorite book and write a book review about it. Remind your child to include the book title and the author’s name. Have your child describe the book, without giving away any plot surprises in it. Your child could give copies of the review to friends who might want to read the book.

Books Use these discussion starters with your child to discuss “The School Story.”

• My favorite book is because . What is your favorite book, and why?

• There are many kinds of book genres, such as nonfiction, mysteries, and fantasies. My favorite genre is

. What’s your favorite genre?

• Thousands of children’s books are published every year in the United States. What do you think makes a book a bestseller?




School-Home Connection • Lesson 17Public libraries are excellent sources of books to read and share.

Your child is reading the fiction story “Nothing Ever Happens on 90th Street” by Roni Schotter and the biography about Georgia O’Keeffe, “The Artist’s Eye,” by Joan T. Zeier. In these selections, your child will learn how writers and artists turn everyday sights and events into art.

precarious embarked hiatusunimaginable gourmet throngextravagant

Make it Vivid! With your child, take turns making the most vivid sentences you can think of using the Vocabulary Words. For example: The extravagant costume was brightly colored and covered with sequins and feathers.


• What Do Authors Do? by Eileen Christelow. Clarion, 1997.

• Pueblo Storyteller by Diane Hoyt-Goldsmith. Holiday House, 1991.

• Write Your Own Adventure Story by Tish Farrell. Compass Point, 2006.

It’s All in the Details The main character in the story wrote down everything that happened in her neighborhood in a short period of time. Ask your child to write about the events in his or her school community.

Neighborhoods Use these discussion starters with your child to discuss “Nothing Ever Happens on 90th Street.”

• One time I helped a neighbor . Tell me about a time you

helped a neighbor.• I think the most interesting character in

the story is because . Who do you think is the

most interesting character?• The neighborhood in the story is in a

big city. How is it different from our neighborhood? How is it similar?




School-Home Connection • Lesson 18Make going to the library a weekly treat.

Your child is reading the modern-day fiction story “Project Mulberry” by Linda Sue Park and the historical fiction story “Journey on the Silk Road” by Luann Hankom. In these selections, students will learn about caterpillars and silk.

compartments phobia swayedinvasion vetoed wispy

Word Associations Use the Vocabulary Words as “magnets.” Together, brainstorm all the words you associate with each word; include both word meanings and other kinds of associations. For example, for compartments you might come up with separate sections, egg cartons, trains, and so on.


• The Empress and the Silkworm by Lily Toy Hong. Albert Whitman, 1995.

• How We Use Silk by Carol Ballard. Raintree, 2005.

• The Silk Route: 7,000 Miles of History by John S. Major. HarperTrophy, 1996.

Science Experiments By now, your child has probably done many science experiments in school. Ask your child to write to describe the best science experiment she or he has ever done or seen. Encourage your child to illustrate the piece.

Fears Use these discussion starters with your child to discuss “Project Mulberry.”

• The main character in the story had a phobia about worms. What are some other phobias you have heard about?

• How did the main character in the story deal with his fear of worms? What else could he have done?

• I am afraid of . The way I deal with my fear is to . Do you have a fear of something? What helps you deal with that fear?





Your child is reading “Inventing the Future: A Photobiography of Thomas Alva Edison” by Marfé Ferguson Delano and the historical document “Letter from Thomas Edison to Henry Ford.” In these two selections, students will learn about famous American inventor Thomas Edison.

tendency prestigious featindustry irrepressible device

Invent a Sentence Ask your child to write a sentence for each Vocabulary Word. Have your child try to tie each sentence to the world of inventions; for example, Inventors have a tendency to daydream.


• Science in Your Life: Electricity, Turn It On! by Wendy Sadler. Raintree, 2006.

• Thomas Edison and Electricity by Steve Parker. HarperCollins, 1992.

• Inventions Explained by Richard Platt. Henry Holt, 1997.

Guess that Invention Ask your child to write a paragraph about the greatest invention ever. The paragraph should describe the invention, but it should NOT name the invention. Try to guess what the invention is from your child’s description. Then discuss why the invention is important.

Character Traits Use these discussion starters with your child to discuss “Inventing the Future: A Photobiography of Thomas Alva Edison.”

• Thomas Edison used his creativity to invent things. How do you use your creativity?

• What other character traits did Thomas Edison have? How did those traits help him to invent things?

• One invention I use everyday is . What is an invention you

use everyday?




School-Home Connection • Lesson 20Do not hesitate to ask your child’s teacher how you can best assist your child at home.

Your child is reading “The Invention Convention” and the poem “When Our Family Bands Together” by Teresa Bateman. Students will meet a gathering of inventors at a convention and a gathering of relatives making music.

scours appropriate practicalfickle boisterous portablemeasly deduction circulateprotrude

True or False Ask your child true or false questions by using the Vocabulary Words in statements. Here are some examples.

❑ A measly meal is filling. (false)❑ If something is appropriate, it is just

right for the occasion. (true)❑ A house is portable. (false)


• Inventions by Valerie Wyatt. Kids Can, 2003.

• The Kids’ Invention Book by Arlene Erlbach. Lerner, 1999.

• Accidents May Happen: Fifty Inventions Discovered by Mistake by Charlotte Foltz Jones. Delacorte, 1998.

Invitations Ask your child to think about a gathering she or he would like to have. Then have your child design an invitation for the gathering. Tell your child to include the theme of the event, the date, the time, and the place.

Inventions Use these discussion starters with your child to discuss “The Invention Convention.”

• Often, inventors identify a problem and then come up with a creative solution. Tell me about the inventions in the play. What problems did they solve?

• In the story, people voted for the best invention. Which one would you have voted for? Why?

• One thing I would like to invent is . What is something you

would like to invent?





Your child is reading the nonfiction selection “Interrupted Journey: Saving Endangered Sea Turtles” by Kathryn Lasky and other selections about volunteering. In these selections, students will meet young people who make a big difference in their communities.

basking sleek analyzingdamage vital detect


• analyzing a. sunbathing• detect b. essential• vital c. examining• basking d. notice


• Sea Turtles by Jason Glaser. Bridgestone, 2006.

• Esio Trot by Roald Dahl. Puffin, 1999.• Sea Turtles by Lorraine A. Jay.

NorthWord, 2000.

Volunteer Opportunities Help your child make a list of volunteer opportunities that are available where you live. Many newspapers have a weekly section devoted to volunteer activities. Your child could also look in the phone book or on the internet, or call friends and relatives who volunteer. Discuss the opportunities with your child. If possible, do some volunteering together.

Volunteers Use these discussion starters with your child to discuss the two selections.

• A time when I volunteered was . What kind of volunteer

work would you like to do?• When I volunteer, it makes me feel

. How does volunteering make you feel?

• What issues are important in our community? How could volunteers help make our community better?





Your child is reading the play “The Power of W.O.W!” by Crystal Hubbard and the magazine article “Got a Problem? Get a Plan!” by Karen Bledsoe. These selections give examples of how people can work together to solve problems in their communities.

enterprising somberly stammersmonopolize deflated enrapturedcumbersome

Tongue Twisters With your child, take turns making up tongue twisters using the Vocabulary Words. Examples: A snake slithered somberly southward.


• Serving Your Community (A True Book) by Christin Ditchfield. Children’s Press, 2004.

• What Is a Community? From A to Z by Bobbie Kalman. Crabtree, 2000.

• The Kids’ Volunteering Book by Arlene Erlbach. Lerner, 1998.

Letter to the Editor Discuss with your child things that you would like your community to have; for example, dog parks, community gardens, or better-equipped parks and sports fields. Ask your child to write a letter to the editor of your local newspaper about one of these issues. The letter could include ideas for ways that people in the community might help improve the situation.

Working Together Use these discussion starters with your child to discuss the two selections.

• The students in the story were trying to save a bookmobile. Why did they think the bookmobile was important?

• It takes more than one person to make a community project happen. Tell me about the different people who helped save the bookmobile in the story. How did each person help?

• One community project I know about or have participated in is . What school or community projects have you been involved with?





Your child is reading the fiction story “Any Small Goodness” by Tony Johnston and the Aesop’s fables “The Ant and the Dove” and “The Lion and the Mouse,” retold by Ann McGovern. In these selections, your child will meet characters who work hard to help each other in times of trouble.

gouges assuage desolatebustles fervor immaculate

Synonyms Ask your child to name the Vocabulary Word that has the same meaning as each word or phrase:

❑ very clean (immaculate)❑ lonely and empty (desolate)❑ enthusiasm (fervor)❑ cuts into (gouges)❑ moves energetically (bustles)


• Why Do Cats Do That? by Nancy White. Scholastic, 1997.

• How to Talk to Your Cat by Jean Craighead George. HarperTrophy, 2003.

• Neighborhood Odes by Gary Soto. Harcourt, 2005.

“One Good Turn Deserves Another” was the moral in the Aesop’s fable “The Ant and the Dove.” Work with your child to list this and two or three other simple morals and sayings from fables, folktales, and other sources. Post one moral or saying in your home every day. Encourage family members to discuss their meanings.

Comparing Stories Use these discussion starters with your child to discuss the two selections.

• A time I helped someone was. What was a time when

you helped someone?• How is the message in “The Ant and the

Dove” different from the message in “The Lion and the Mouse”?

• Another fable I know about is . Which fable that you

have read or know about do you like best?





Your child is reading the fantasy story “Chester Cricket’s Pigeon Ride” by George Selden and the poem “Central Park” by John J. Bonk. These selections are both set in New York City. Both give vivid descriptions of the city.

excursions giddy pinnacle turbulent gleeful precious panic

Instant Story Create an instant story with your child using Vocabulary Words. Start with a sentence using the first word, for example: “We have been on so many excursions!” Your child should continue with a sentence that uses the next word, and so on.


• The Brooklyn Bridge by Elizabeth Mann. Mikaya, 2006.

• Liberty by Lynn Curlee. Aladdin, 2003.• Chester Cricket’s New Home by

George Selden. Random House, 1984.

Poem The poem “Central Park” celebrates New York City’s most famous park. Have your child write a poem that describes a place that is special to him or her. Encourage your child to illustrate the poem and to share it with you.

Fun at the Beach

Big Cities Use these discussion starters with your child to discuss the selections.

• Something I like about New York City is . What places in New York

City did the stories mention?• The big city that is closest to us is

. What does that city have that you can also find in New York City?

• What would you enjoy about living in a big city?





Your child is reading “The Compassion Campaign” and the Native American folktale “How Beaver Stole Fire” by Nancy Van Laan. In the play, readers meet students who make a difference. In the folktale, students learn the secret of fire-making.

dilapidated advocacy blandcompassionate altruism mentorcoordination sensibility loathemistreated

Yes or No? Ask your child vocabulary questions that can be answered with a yes or a no. Have your child explain his or her answer. These will get you started:• Does a mentor teach? (yes)• Is spicy food bland? (no)


• Rain Forest Explorer by Greg Pyers. Raintree, 2005.

• Forming a Band by A.R. Shaefer. Capstone, 2004.

• My Backyard Garden by Carol Lerner. Morrow, 1998.

An Inspiring Person “The Compassion Campaign” is a fiction play about five inspiring young people. Ask your child to identify someone who is a real-life inspiration for him or her. The person could be an individual your child knows personally, or a public figure. Have your child write a paragraph about that person telling why she or he is inspiring.

Matching Interests with Volunteerism Use these discussion starters with your child to discuss “The Compassion Campaign.”

• People often match their interests with their volunteer activities. What volunteer activities would be good for someone who loves animals?

• Tell me about the students in the story. How did they match their compassionate activities with their interests?

• If I wanted to match my interests with a volunteer activity, I could . What could you do that would allow you to do something you like while helping others?





Your child is reading “Lewis and Clark” by R. Conrad Stein and “Hupa and Yurok Baskets” by Gerald Hausman. The first selection details the incredible journey of Meriwether Lewis and William Clark. The second selection describes Native American basket-making traditions.

intently dismal asset profuselyordeal peril terrain esteem

True or False Ask your child true or false questions by using the Vocabulary Words in statements. Here are some examples.

❑ An asset is something that can help you succeed. (True)

❑ Profusely means “in a small way.” (False)


• Lewis and Clark: Explorers of the American West by Steven Kroll. Holiday House, 1996.

• The Lewis and Clark Expedition (Let Freedom Ring) by Susan Bursell. Bridgestone, 2002.

• Sacagawea by Judith St. George. Putnam, 1997.

Directions Using a map, work with your child to trace a familiar route you have traveled together. The route could be across town, across the state, or even across the country. Then work together to write a set of directions for getting from Point A to Point B.

Landmarks Use these discussion starters with your child to discuss “Lewis and Clark.”• The Great Falls of the Missouri River is

one landmark on the Lewis and Clark Trail. Tell me how the expedition crossed the Great Falls.

• One landmark that distinguishes our community is . What is another landmark of our community?

• Lewis and Clark knew they were getting close to the Pacific Ocean when they met Native Americans wearing shell jewelry. What signs would tell someone that they were getting close to our community?





Your child is reading the biography “Klondike Kate” by Liza Ketchum and the magazine article “Sourdough” by Jane Scherer. The biography describes an extraordinary Alaskan pioneer, and the article tells about the role of sourdough bread in gold mining camps.

remote appalled flounderedladen isolated gruelinginvest

Newspaper Headlines Have your child make up dramatic newspaper headlines using the Vocabulary Words.


• Boom Town by Sonia Levitin. Orchard, 2004.

• The Klondike Gold Rush (We the People) by Marc Tyler Nobleman. Compass Point, 2006.

• The Call of the Wild by Jack London. Aladdin, 2003.

Menu Klondike Kate ran a successful restaurant for miners who craved hot, home-cooked meals. Work with your child to create a menu for Klondike Kate’s wilderness café. Think of five hearty, healthy main dishes, five delicious side dishes, and a few delectable desserts for Klondike Kate to offer. List them menu-style on a folded sheet of paper.

Pioneer Spirit Use these discussion starters with your child to discuss “Klondike Kate.”

• Klondike Kate explored the Alaskan wilderness. A place that I have always wanted to explore is . What place would you like to explore?

• Tell me about some of the challenges Klondike Kate experienced. Do you think you would have been able to endure these challenges? Why or why not?

• There are real pioneers like Klondike Kate, and there are “armchair pioneers” who would rather read about adventures than take part in them. I’m a (n) adventurer. Which kind of adventurer are you?




School-Home Connection • Lesson 28A child who listens carefully at home will be a good listener at school.

Your child is reading “The Top of the World: Climbing Mount Everest” by Steve Jenkins and “On Top of the World” a poem about Mt. Everest by J. Patrick Lewis. In these selections, students will learn about what it is like to climb to the top of the world’s highest mountain.

summit accustomed secureessential streamlined acclimate

Guess That Word Take turns giving simple clues for the meanings of the Vocabulary Words. Keep going until you have used all the words. Here are some clues to get you started.

❑ to get used to something (acclimate)

❑ safely, firmly attached (secure)


• Tenzing Norgay: The Boy Whose Dream Was Everest by Robert Burleigh. Atheneum, 2006.

• America’s Mountains by Frank Staub. Mondo, 2003.

• Dance of the Continents by Roy A. Gallant. Benchmark, 2000.

Postcards Have your child imagine that he or she has just completed a climb to the top of Mount Everest. Ask your child to create a postcard about the experience to send home. The back of the postcard should contain your family’s name and address, as well as a brief message. The front of the postcard should show a simple illustration of Mount Everest, along with a greeting or caption.

Climbing Use these discussion starters with your child to talk about moutain climbing and other outdoor activities.

• The tallest mountain or hill I have ever climbed is . What is the tallest hill or mountain you have climbed?

• Tell me about some of the challenges faced by climbers of Mount Everest. Which challenge do you think would be the hardest to endure?

• I think that the two most important qualities a mountain climber must have are and . What do you think?




School-Home Connection • Lesson 29Your community is a place to explore new ideas.

Your child is reading “The Man Who Went to the Far Side of the Moon” by Bea Uusma Schyffert and “The Space Race.” These selections give information about events in the history of space exploration.

ignited jettisoned squintingcramped tranquility potentially

Replace the Word Have your child replace the underlined word in each sentence below with a Vocabulary Word.

• The river could possibly flood. • Space is tight in the cockpit.• I had a feeling of great peace.• The rockets were lit before takeoff.


• The Moon by Seymour Simon. Simon & Schuster, 2003.

• Footprints on the Moon by Alexandra Siy. Charlesbridge, 2001.

• Flying to the Moon: An Astronaut’s Story by Michael Collins. Farrar, Straus and Giroux, 1994.

Description Ask your child to describe what the far side of the moon is like, based on details in “The Man Who Went to the Far Side of the Moon.” Then ask your child to write a brief description of the far side of the moon. Encourage your child to read the description to other family members.

Space Use these discussions starters with your child to discuss space exploration.

• An important event in the history of space exploration that I remember hearing on the news is . What event in space exploration do you remember hearing about as it happened?

• I think it would be exciting if space explorers discovered . What do you think would be an exciting discovery in space?

• One question I have about our solar system is . What questions do you have about the moon, the planets, or the stars?




School-Home Connection • Lesson 30Public libraries are excellent sources of books to read and share.

Your child is reading “Exploring the Gulf Coast” and other selections about exploring. These selections are about exploring the varied landscapes of the United States in the past and present.

exceptional poised earnestlyinsufficient provoke equivalentachievement regal bickeringcustomary

Double Up! With your child, take turns making up sentences that use two Vocabulary Words. Example:

❑ The scientists were poised for a great achievement.

Feel free to use different forms of the words, like bicker/bickered/bickers.


• The Sea, the Storm, and the Mangrove Tangle by Lynne Cherry. Farrar, Straus and Giroux, 2004.

• Florida A to Z by Susan Jane Ryan. Pineapple, 2003.

• Gray Wolf, Red Wolf by Dorothy Hinshaw Patent. Clarion, 1994.

Travel Ad Ask your child to describe the trip the explorers took in “Exploring the Gulf Coast.” Then work together to create an advertisement for the trip that might appear in a travel magazine. Encourage your child to use colorful, lively language in the ad so readers will want to sign up for the Gulf Coast adventure.

Exploration Use these discussion starters with your child to discuss exploring the natural world.

• The most interesting natural environment I have seen in the United States is . What is the most interesting natural environment you have seen?

• When exploring a place, I think it is important to be respectful of the surroundings by . What is another thing you should do while exploring the outdoors?

• Tell me about the animals and birds you might see while exploring the Gulf Coast. Which one would you most like to see?



My Reading Log

Student: Date:

Title: Author:

Total number of pages:

Date I started the book:

Date I finished the book:

(date/time) (pages) (date/time) (pages)



I read:

I chose this book to read because

.

My favorite part of the book was

.

This book was (easy to read, difficult to read) because:

❑ I (understood, didn’t understand) the topic.

❑ I could figure out (all, most, some, a few) of the words.

❑ Other:


Teacher Resource Book35www.harcourtschool.com/storytown

(Student signature) (Parent/Guardian signature)

Contract for Internet Safety

I agree that• I will never give out private information,

such as my last name, my address, my telephone number, or my parents’ work addresses or telephone numbers on the Internet.

• I will never give out the address or telephone number of my school on the Internet without first asking an adult’s permission.

• I understand which Internet sites I can visit and which ones are off-limits.

• I will tell an adult right away if something comes up on the screen that makes me feel uncomfortable.

• I will never agree to meet in person with anyone I meet online.

• I will never post on a web page or send in an e-mail any pictures of myself or my classmates without an adult’s permission.

• I will tell an adult if I get an inappropriate e-mail from anyone.

• I will remember that going online is like going out in public, so all the safety rules I already know apply to the Internet as well.

• I know the Internet is a useful tool, and I will always use it responsibly.

• I will follow these rules wherever I am — at home, in school, at the library, or with friends.


Teacher Resource Book36Lesson 1

Name Date

My Activities for the Week

This week I will complete the following:

Literacy Centers

Word Study Word Trees

Reading Reading Log

Writing Write a List

Technology Research a Topic

Fluency Read Aloud

Leveled Readers

Reread for Fluency

Activities (See inside back cover.)

Practice Book

Pages 1 – 6



Name Date



Literacy Centers

Word Study Synonym Study

Reading Reading Log

Writing Response to Literature

Technology Make a Chart

Fluency Timed Fluency

Leveled Readers

Reread for Fluency


Practice Book

Pages 7 – 11



Name Date



Literacy Centers

Word Study Cooking Vocabulary

Reading Reading Log

Writing Write a Letter

Technology Research a Musician

Fluency Repeated Reading

Leveled Readers

Reread for Fluency


Practice Book

Pages 12 – 17



Name Date



Literacy Centers

Word Study Describe Situations

Reading Reading Log

Writing Write a Travel Brochure

Technology Research an Author

Fluency Recorded Reading

Leveled Readers

Reread for Fluency


Practice Book

Pages 18 – 22



Name Date



Literacy Centers

Word Study Describe People

Reading Reading Log


Technology Create a Poster

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 23 –30



Name Date



Literacy Centers

Word Study Sentence Pairs

Reading Reading Log


Technology Learn About a Place

Fluency Timed Reading

Leveled Readers

Reread for Fluency


Practice Book

Pages 31 – 36



Name Date



Literacy Centers

Word Study Shades of Meaning

Reading Reading Log

Writing Write a Review

Technology Find Images

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 37 – 41



Name Date



Literacy Centers

Word Study Word Match

Reading Reading Log


Technology Make a Time Line

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 42 – 47



Name Date



Literacy Centers

Word Study Related Words

Reading Reading Log

Writing Write an Announcement

Technology Using Keywords


Leveled Readers

Reread for Fluency


Practice Book

Pages 48 – 52



Name Date



Literacy Centers

Word Study Leading Questions

Reading Reading Log

Writing Narrate a Recipe

Technology Make a Menu


Leveled Readers

Reread for Fluency


Practice Book

Pages 53 – 60



Name Date



Literacy Centers

Word Study Sailing Glossary

Reading Reading Log

Writing Explain How to Use Semaphore Flags

Technology Investigate Polar Life

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 61 – 66



Name Date



Literacy Centers

Word Study Related Words

Reading Reading Log

Writing Write a Postcard

Technology Research Weather

Fluency Read with a Partner

Leveled Readers

Reread for Fluency


Practice Book

Pages 67 – 72



Name Date



Literacy Centers

Word Study Compound Words

Reading Reading Log

Writing Write a Help-Wanted Ad



Leveled Readers

Reread for Fluency


Practice Book

Pages 73 – 78



Name Date



Literacy Centers

Word Study Make a Comic Strip

Reading Reading Log

Writing Write a Summary

Technology Create a Presentation


Leveled Readers

Reread for Fluency


Practice Book

Pages 79 – 83



Name Date



Literacy Centers

Word Study Adjective Hunt

Reading Reading Log

Writing Transcribe a Tale

Technology Search for Versions

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 84 – 91



Name Date



Literacy Centers

Word Study Glossary of Publishing Terms

Reading Reading Log

Writing Write an Editor’s Note

Technology Research an Author

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 92 – 97



Name Date



Literacy Centers

Word Study Create a Cityscape

Reading Reading Log

Writing Write Extraordinary Descriptions

Technology Research Recipes


Leveled Readers

Reread for Fluency


Practice Book

Pages 98 – 109



Name Date



Literacy Centers

Word Study Word Puzzle

Reading Reading Log


Technology Create a Presentation


Leveled Readers

Reread for Fluency


Practice Book

Pages 104 – 109



Name Date



Literacy Centers

Word Study Word Webs

Reading Reading Log

Writing Write a Biography

Technology Make a Recording

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 110 – 114



Name Date



Literacy Centers

Word Study It’s Newer! It’s Better!

Reading Reading Log

Writing Write a Speech

Technology Find an Inventor’s Contest


Leveled Readers

Reread for Fluency


Practice Book

Pages 115 – 122



Name Date



Literacy Centers

Word Study Write Captions

Reading Reading Log

Writing Write an Advertisement

Technology Evaluate Websites


Leveled Readers

Reread for Fluency


Practice Book

Pages 123 – 128



Name Date



Literacy Centers

Word Study Adjective and Adverb Hunt

Reading Reading Log

Writing Write a Play

Technology Find Events

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 129 – 134



Name Date



Literacy Centers

Word Study Word-Association Tree

Reading Independent Reading

Writing Describe a Hero

Technology Research an Animal

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 135 – 139



Name Date



Literacy Centers

Word Study Add a Word

Reading Reading Log


Technology Map a Place


Leveled Readers

Reread for Fluency


Practice Book

Pages 140 –144



Name Date



Literacy Centers

Word Study Verb Form Game

Reading Reading Log

Writing Write a Persuasive Letter

Technology Find Rainforest Facts

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 145 – 152



Name Date



Literacy Centers

Word Study Word Webs

Reading Reading Log


Technology Search for Images

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 153 –158



Name Date



Literacy Centers

Word Study Word Origins

Reading Reading Log

Writing Journal Entry

Technology Find Facts about the Gold Rush

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 159 –163



Name Date



Literacy Centers

Word Study Explore Latin Roots

Reading Reading Log

Writing Write a Paragraph

Technology Search for Information


Leveled Readers

Reread for Fluency


Practice Book

Pages 164 – 169



Name Date



Literacy Centers

Word Study Sentence Pairs

Reading Reading Log

Writing Write an Acrostic Poem


Fluency Read with a Partner

Leveled Readers

Reread for Fluency


Practice Book

Pages 170 – 174



Name Date



Literacy Centers

Word Study Postcard Perfect

Reading Reading Log

Writing Write an Article

Technology Illustrate a Magazine Article

Fluency Read Aloud

Leveled Readers

Reread for Fluency


Practice Book

Pages 175 – 182


Teacher Resource Book66Vocabulary Word Cards

maven

Rope Burn

humiliation

Line Drive

mortifiedexpectations

reignedfringes

conceitedhesitating

designatedsincere

smirkcoaxed

exhilarated



relented

Chang and the Bamboo Flute

pried

The Daring Nellie Bly

fazedesperately

eccentricsneered

infuriatedindignantly

disheartenedurgently

impassablegrudgingly

crusaded



wistful

It Takes Talent!

genial

The Night of San Juan

gratefulprognostication

grimstricken

raspydramatically

swarmedrestrain

revelersprotest

irresistiblefeverishly

overcome

flop

spectacular



crucial

When the Circus Came to Town

fret

When Washington Crossed the Delaware

crisisassured

maneuverednudged

perseveranceoutlandish

encounteredruckus

persuadingproclaimed

appealed

destiny



eminent

Leonardo’s Horse

scholars

The Secret Ingredient

charityspecialized

modestgesture

disgruntledenvisioned

inadequateproportion

aghastresisted

dismayed

amends

absentminded

concoction



adjust

Sailing Home: A Story of a Childhood at Sea

inflammable

Ultimate Field Trip 3

residentsdignified

specimensrowdy

recoilseldom

peskyconducted

debrisshatter

internalbroached



elongates

Stormalong

bellowing

A Drop of Water

elasticoutcast

rigidreputation

accumulatebetrayed

underlyingyearning

intricatewithered

vanishescapades

replenishingunfathomable



tempted

How Prairie Became Ocean

recount

The School Story

insightsuninhabitable

essencesustain

indicationmonotonous

proposedendeavor

instinctdwell

baffledbrimming

teeming

parched

sorrowful



compartments

Nothing Ever Happens on 90th Street

hiatus

Project Mulberry

swayedembarked

phobiaunimaginable

invasionextravagant

vetoedgourmet

wispythrong

precarious



scours

Inventing the Future

tendency

The Invention Convention

appropriatefeat

practicalirrepressible

portableprestigious

circulatedevice

protrudeindustry

boisterous

deduction

fickle

measly



somberly

Interrupted Journey

basking

The Power of W.O.W!

stammerssleek

monopolizevital

deflateddamage

enrapturedanalyzing

enterprisingdetect

cumbersome



excursions

Any Small Goodness

gouges

Chester Cricket’s Pigeon Ride

giddydesolate

pinnaclebustles

gleefulfervor

panicimmaculate

turbulentassuage

precious



asset

The Compassion Campaign

loathe

Lewis and Clark

intentlybland

profuselymentor

ordealdilapidated

terraincoordination

dismalaltruism

perilsensibility

esteemadvocacy

mistreated

compassionate



summit

Klondike Kate

remote

The Top of the World

accustomedladen

streamlinedappalled

essentialinvest

securefloundered

acclimategrueling

isolated



poised

The Man Who Went to the Far Side of the Moon

ignited

Exploring the Gulf Coast

earnestlysquinting

insufficientjettisoned

exceptionaltranquility

achievementcramped

bickeringpotentially

equivalent

regal

customary

provoke

SettingCharacters

Confl ict

Plot Events

Resolution


Teacher Resource Book81Graphic Organizers: Story Map

Both


Teacher Resource Book82Graphic Organizers: Venn Diagram

Cause

Effect


Teacher Resource Book83Graphic Organizers: Cause-Effect Diagram


Teacher Resource Book84Graphic Organizers: Sequence Chart

Det

ail

Det

ail

Det

ail

Mai

n Id

ea


Teacher Resource Book85Graphic Organizers: Main Idea and Details Chart


Teacher Resource Book86Graphic Organizers: Two-Column Chart


Teacher Resource Book87Graphic Organizers: Three-Column Chart


Teacher Resource Book88Graphic Organizers: Web



Using the Readers’ Theater Backdrops

You may wish to have students perform the Readers’ Theater “on stage” by using the backdrops on pages 90–95. There is one backdrop for each of the Readers’ Theater scripts.

You will need:

• pages 90–95 copied onto transparencies

• overhead projector• blank wall

Follow these steps to transform your classroom into a stage set for

each Readers’ Theater performance.

1. Place the overhead projector about 12 feet from the blank wall. Covering a wall with a white sheet or white butcher paper will also work.

2. Position the transparency on the projector so that the bottom of the image lines up with the base of the wall. The projected image should be approximately 7 feet high.

3. Experiment with lighting to maximize the impact of the backdrop while still enabling students to read their lines.

4. Have students rehearse the Readers’ Theater at least once using the backdrop before they give their performance.


Teacher Resource Book90Readers’ Theater Backdrop, Theme 1


Teacher Resource Book96Lesson 5: It Takes Talent!

Characters

It Takes Talent!

Narrator Deon Michelle

Andres Mr. Herbert Rob

Tara Chorus

Narrator: It’s lunchtime, and Deon, Andres, and Tara are eating lunch together.

Andres: Aren’t you going to eat your gelatin?

Tara: You don’t want to miss out. The cafeteria serves Galaxy Goo only once a

month.

Deon: No thanks. Neon-green jiggly stuff isn’t my idea of dessert.

Andres: I’ll take it. I’ll use it to make my tallest gelatin tower yet.

Narrator: Andres adds Deon’s gelatin on top of his own. Mr. Herbert, their

teacher, strolls by.

Mr. Herbert: Ah! Here are my genial students.

Tara: Hi, Mr. Herbert. What’s going on? You look especially cheerful.

Mr. Herbert: I am. I have great news!

Chorus: What’s that, Mr. Herbert?

Mr. Herbert: The annual student talent show will happen next month!

Chorus: We’re going to have a talent show!

Mr. Herbert: I know everyone at this school has amazing abilities. With all of

that talent, my expectations for the show are sky-high!

Andres: I’ll build the tallest gelatin tower the world has ever seen.

Tara: Maybe Michelle will dance while I play a song on the piano.

Mr. Herbert: What about you, Deon?

Deon: Umm, errr, uhhhh . . . my talent is prognostication.



Andres: Prognosti-what?

Deon: Prognostication — predicting the future.

Tara: Oh yeah? Make a prediction for us now.

Deon: I predict that I will be stricken with a terrible cold on the day of the talent

show. In fact, I’m sure I’ll be forced to stay home in bed.

Chorus: Ha, ha, ha! That’s a good one!

Andres: You have to be in the talent show.

Tara: Yeah! We know you’re multi-talented.

Narrator: Deon grabs the empty carton on his tray and dramatically turns

it over.

Deon: I’m like this empty milk carton — not one drop of talent. Performing in the

talent show would be total humiliation.

Mr. Herbert: I don’t believe it, Deon. But if you want to be in the show without

performing, there is something you can do.

Deon: What’s that?

Mr. Herbert: I need a volunteer for the master of ceremonies. As the emcee,

you would introduce each performer.

Deon: I wouldn’t have to perform?

Mr. Herbert: No.

Deon: All right. I can do that.

Mr. Herbert: I’m glad you relented, Deon. I have a hunch that this is going to

work out beautifully.

Narrator: It’s the day of the talent show. The performers are backstage at the

school’s auditorium.

Chorus: We can’t wait for the show to begin!

Mr. Herbert: Emcee, are you ready to introduce the first act?

Narrator: Deon nods nervously and walks onstage. The red velvet curtain rises.

Deon stares into the crowded auditorium.



Deon: Hi, I’m Deon, your emcee. Welcome to the Twelfth Annual Stu —

Narrator: Deon’s words are interrupted as the curtain suddenly falls down,

covering him. He untangles himself and runs backstage.

Deon: Who lowered the curtain?

Michelle: It was Grumpy, Rob’s pig. He’s munching on the curtain’s cord!

Mr. Herbert: Rob, restrain your pig!

Rob: Sorry, Mr. Herbert. Grumpy likes the spotlight.

Mr. Herbert: Deon, you need to get back onstage! The show must go on, no

matter what.

Narrator: Deon grabs one end of the curtain cord and runs back onstage.

Grumpy follows Deon and tries to pull the cord from him.

Chorus: It’s a tug-of-war!

Rob: Grumpy, no! Bad pig! Our tug-of-war trick happens later in the show.

Deon: Let go, Grumpy! I’m this show’s emcee, not you!

Narrator: Mr. Herbert, Tara, Rob, and Michelle rush onstage and grab the pig.

Grumpy squeals in protest but finally lets go of the cord. He runs backstage and

everyone follows him, leaving Deon alone onstage.

Deon: Sorry, folks! As you can see, Grumpy likes to . . . hog the spotlight.

Narrator: The audience laughs. From offstage, Mr. Herbert gives Deon a

thumbs-up.

Deon: Let’s welcome our first performer, Andres. He’s a talented architect, and

his favorite building material is our own cafeteria’s special gelatin — Galaxy Goo.

Andres: Prepare to be amazed, ladies and gentlemen. I will now construct the

world’s tallest gelatin tower. Don’t try this at home, kids!

Narrator: Andres builds feverishly.

Deon: Is the bottom of your tower supposed to ooze like that?

Narrator: Andres, overcome with excitement, doesn’t hear Deon. Offstage, the

other students whisper urgently. The gelatin tower is melting under the hot stage

lights. Desperately, the kids call out.



Michelle: Andres, be careful!

Rob: The tower is a quivering mess!

Chorus: Look out for the ooze!

Narrator: The tower collapses. A wave of melted Galaxy Goo tumbles all over

Andres and Deon with a loud SPLOOSH! The boys are covered in neon-green

ooze. After a few moments, Deon stands in front of the audience.

Deon: Well, that was exhilarating. Please give a round of applause to Andres and

his amazing, attacking Galaxy Goo Tower. Eat it at your own risk!

Narrator: The audience bursts into laughter and applause.

Andres: Thanks for making them laugh, Deon. Maybe they’ll forget my awful

performance.

Narrator: After the neon-green ooze has been cleared from the stage, the talent

show continues.

Deon: Now that we’ve cleaned up the attacking gelatin, please welcome our

next performers — Michelle and Tara.

Narrator: Michelle and Tara are hesitating in the wings.

Michelle: Why are we doing this? What if I don’t remember all of the moves? I’ll

be mortified!

Tara: Don’t worry. We’ll be great. I hope.

Mr. Herbert: No time for second thoughts. The show must go on!

Deon: And now, Michelle will dance while Tara plays the piano!

Narrator: Grudgingly, Tara walks onstage and sits on the bench in front of the

piano. She begins to play. Michelle twirls onto the stage. Halfway across the

stage, she slips in a leftover puddle of melted gelatin. Deon rushes forward.

Deon: Are you okay? Here, let me clean up that puddle.

Narrator: Deon grabs a mop from offstage and runs back onstage. He mops up

the mess while waltzing to the music with the mop. Michelle and Tara complete

their performance.

Michelle: Deon, you are a lifesaver!



Tara: Yes, you make a great emcee.

Mr. Herbert: OK, everyone! Time for the curtain call.

Chorus: Where’s Deon?

Michelle: We can’t take our bow without him.

Tara: If it hadn’t been for Deon, our performance would have been a flop.

Andres: When my tower collapsed, he wasn’t fazed at all.

Rob: Deon is a spectacular emcee.

Chorus: Get out here, Deon!

Narrator: Deon walks onstage. As he appears, the students in the audience

jump to their feet and cheer.

Tara: They love you.

Deon: Me? What did I do? I was only the emcee.

Tara: You were the best part of the whole show. You reigned supreme!

Chorus: You made us laugh.

Rob: The talent show wouldn’t have been as good without you.

Michelle: You’ve got a real gift for comedy.

Deon: Maybe you’re right. After tonight’s success, I think we should take the

school talent show to Broadway.

Mr. Herbert: Now that sounds like a hit!


Teacher Resource Book101Lesson 10: The Secret Ingredient

Characters

Narrator Patrick, camera operator Marco, assistant

Debbie, TV host Elisa, director Audience

Chef Rudy Jessica, assistant

Narrator: We are on the set of the popular cooking show, Delicious Dinners with Debbie. The audience members enter and sit.

Debbie: Chef Rudy, I’m so grateful that you’ve agreed to appear on our show and prepare your famous chili recipe!

Chef Rudy: Well, even an eminent chef should do charity work once in a while. Your viewers deserve an opportunity to see me work my magic.

Narrator: Patrick nudges Elisa.

Patrick: Modest, is he?

Narrator: Chef Rudy gives the kitchen a disgruntled look.

Chef Rudy: Am I expected to prepare my masterpiece in these inadequate conditions?

Elisa: We brought in all of the equipment you asked for.

Debbie: We had an extra cleaning crew here last night, too.

Narrator: Chef Rudy runs a finger across the counter top and looks at his finger, frowning.

Debbie: Don’t fret, Chef Rudy. The show is going to be great!

Chef Rudy: Of course the show will be great. I am Chef Rudy Lancaster, the Chief of Chili, the Prime Minister of Peppers, the Sultan of Spice!

Marco: Chef Rudy?

Chef Rudy: What’s wrong? Shouldn’t you two be chopping and measuring my ingredients so that everything is ready?

Jessica: Yes, except . . .

Marco: We can’t find one of the ingredients.

Chef Rudy: All of my ingredients are crucial! Which one is missing?

Jessica: Your own special canned tomatoes.

Marco: We can’t find them anywhere.

The Secret Ingredient



Narrator: Chef Rudy looks aghast.

Debbie: Don’t be dismayed, Chef Rudy. We’ll send someone to the store to buy canned tomatoes.

Chef Rudy: I can’t use ordinary canned tomatoes. My zesty tomatoes are canned especially for me in Mexico. They’re what make my chili irresistible!

Elisa: I have a friend who lives down the street. She grows tomatoes in her backyard. They’re not from Mexico, but they’re the best in town.

Patrick: It’s worth a try, don’t you think? What have you got to lose?

Chef Rudy: I suppose I have no choice, but my chili won’t be the same.

Debbie: Meanwhile, Chef Rudy, why don’t you work out the proportions for the fresh tomatoes?

Narrator: While Chef Rudy amends his recipe, Marco and Jessica whisper to each other.

Marco: This is my fault. I’m always so absentminded.

Jessica: No. I was in charge of bringing the ingredients. It’s my fault.

Narrator: Elisa walks in holding a basket of tomatoes.

Elisa: Here’s a basket of the sweetest, tangiest tomatoes on the planet.

Chef Rudy: And here is the revised recipe.

Debbie: The show will start soon. If we all work together, we can get the ingredients ready in time.

Elisa: I’ll rinse and chop the tomatoes.

Patrick: I’ll chop the garlic and onions.

Jessica: I’ll take care of the chili peppers.

Marco: I’ll measure the spices.

Elisa: Places, everyone. One minute to showtime!

Narrator: Chef Rudy and Debbie stand behind the table and look into the camera. Patrick moves behind the camera.

Elisa: We’re live in 5, 4, 3, 2, 1.

Debbie: Welcome to Delicious Dinners with Debbie. I’m your host, Debbie DeVille.

Audience: Hello, Debbie!

Debbie: Today we have a very special guest on our show. All the way from El Paso, Texas, the internationally famous Chef Rudy Lancaster!

Audience: Hello, Chef Rudy!

Chef Rudy: Today, I’m going to make some out-of-this-world chili.



Audience: We can’t wait!

Chef Rudy: The recipe takes one pound of ground beef, three cups of fresh, hand-chopped tomatoes, two chopped chili peppers with seeds removed, one chopped garlic clove, one chopped onion, spices, salt, and one secret ingredient.

Audience: Ooooh, a secret ingredient!

Narrator: Chef Rudy places a pan on the stove, puts the beef in it, and starts to cook.

Chef Rudy: Now, we add the onion and garlic. Debbie, would you help me?

Debbie: Sure thing.

Chef Rudy: Sauté the mixture until the onion softens. Then drain the mixture and transfer it to a large pot.

Debbie: What’s next?

Chef Rudy: Next, we mix in the hand-chopped tomatoes. Now we add the spices, and don’t forget the chopped chili peppers. Finally, we add the secret ingredient . . .

Narrator: Smiling, Chef Rudy reaches into his pocket. His smile turns to a frown as he frantically searches all of his pockets.

Chef Rudy: I can’t find it! Without the secret ingredient, my chili will be so . . . ordinary!

Debbie: We’ll be back to Delicious Dinners with Debbie after these messages.

Narrator: Patrick turns off the camera. Debbie, Marco, and Jessica sneak tastes of the chili.

Marco and Jessica: It’s . . . delicious!

Debbie: This is the best chili I’ve ever had!

Chef Rudy: Impossible! It can’t be any good without my own special canned tomatoes and the secret ingredient.

Marco and Jessica: Taste it!

Debbie: I assure you, there is no better chili than this.

Chef Rudy: Do you really think so?

Narrator: He tastes the chili and smacks his lips.

Chef Rudy: Hmmm . . . you may be right!

Elisa: Places everyone. We’re live in 5, 4, 3, 2, 1.

Debbie: Welcome back to Delicious Dinners with Debbie.

Chef Rudy: I have exciting news.



Audience: Did you find the secret ingredient?

Chef Rudy: No. As of today, I’ve changed my recipe!

Audience: What do you mean?

Chef Rudy: We had to improvise with the ingredients today. Much to my surprise, we’ve created a new chili that puts my old chili to shame!

Debbie: What made the difference?

Chef Rudy: It was the tomatoes. I never envisioned that fresh, homegrown tomatoes could be better than my own special canned tomatoes. They make my chili taste . . . fresher!

Debbie: It’s time for another short commercial break. When we come back, we’ll see how the audience likes Chef Rudy’s newest concoction.

Audience: We can’t wait!

Narrator: Marco and Jessica pass out bowls of chili to the audience.

Debbie: We’re back, and Chef Rudy’s new, improved chili is ready for tasting.

Chef Rudy: Is the audience ready?

Audience: Yes!

Narrator: The audience eagerly tries the chili.

Audience: Wow! This chili is great!

Debbie: Is there anything you would change about Chef Rudy’s recipe?

Audience: No! Not a thing! It’s perfect!

Chef Rudy: Of course it’s perfect. It’s made with hand-chopped, homegrown tomatoes!

Audience: Hooray for the homegrown tomatoes!

Debbie: That’s all the time we have for today. Thanks for watching Delicious Dinners with Debbie. Good night!

Narrator: Patrick turns off the camera. The audience leaves the studio. Patrick, Elisa, Marco, and Jessica join Debbie and Chef Rudy on the set. Everyone is smiling.

Elisa: Great show, everybody!

Chef Rudy: It certainly was. Thanks to all of you, we created a masterpiece! I want to thank everyone.

Marco, Jessica, Debbie, Elisa, and Patrick: You’re welcome, Chef Rudy.

Chef Rudy: I also want to apologize for my earlier behavior. Sometimes I tend to act a bit self-important.

Patrick: We know you just want everything to be perfect.



Elisa: The situation looked grim for a while, but we did it.

Debbie: Little did we know that our solution to the crisis would make the chili better than ever!

Chef Rudy: Yes, my chili recipe is much better, thanks to the new secret ingredient — teamwork!

Jessica: Teamwork! Does that mean we can all call ourselves Chiefs of Chili?

Marco: Prime Ministers of Peppers?

Patrick: Sultans of Spice?

Chef Rudy: Well, let’s not get too carried away!


Teacher Resource Book106Lesson 15: How Prairie Became Ocean

Characters

How Prairie Became Ocean

Narrator Chorus Earthquake

Eldest granddaughter Grandmother Kingfisher

Eldest grandson Thunder

Narrator: Several Yurok children are awake on this stormy night inside their cedar plank lodge. After whispering among themselves, they get up quietly and tiptoe over to the fire, where their grandmother sits.

Eldest granddaughter: Grandmother, I’m glad you’re awake. The storm is so loud that none of us can sleep.

Eldest grandson: The waves have been crashing against the shore all night! It’s impossible to sleep. May we join you by the fire?

Chorus: We can’t sleep a wink, Grandmother!

Grandmother: Sit down, my children. We will keep each other company.

Eldest granddaughter: Will you tell us a story, Grandmother?

Chorus: Yes, Grandmother, please tell us a story!

Grandmother: I have the perfect tale for stormy evenings. I will recount a story about a time when Thunder rumbled and Earthquake changed the land.

Narrator: The children huddle close together. Shadows and light cast by the fire dance along the lodge walls.

Grandmother: This story comes from a long-ago time, when no people lived in this place we call home. Then, the land looked different. We would not recognize it as our own.

Eldest granddaughter: How was the land different, Grandmother?

Grandmother: Long ago, there was no ocean here.

Chorus: No ocean? That’s impossible!

Eldest granddaughter: Without the ocean, there would be no salmon entering our rivers for us to catch.

Eldest grandson: I could not adjust to life without the ocean.

Chorus: Life would be impossible without the ocean!



Grandmother: There was only a treeless prairie as far as the eye could see. The land was flat, empty, and dusty. With no ocean, this place was bleak and uninhabitable. Because, no one could live here, no one did. Then one day everything changed.

Chorus: What happened, Grandmother?

Grandmother: Two friends, Thunder and Earthquake, came upon this barren landscape. While wandering across its vast emptiness, they talked.

Narrator: As Grandmother speaks, she gestures with her hands, which swoop and bend in the light of the fire. The shadows elongate, becoming shadows on the wall behind her that resemble the characters in her tale.

Thunder: This land cannot sustain life. The few plants that survive in the barren earth are brown and withered. Without plants, the animals refuse to come. And without plants and animals, it is unfathomable that people will populate the land.

Earthquake: This land does not please me. The endless brown plains are monotonous. There are no majestic mountains or beautiful valleys.

Thunder: We should change this place so that plants will grow and so that animals and people will come and thrive. But how?

Earthquake: My friend, we need water. With water, you and I can make this desolate land fertile.

Thunder: But where will we find water? This dry prairie stretches without relief in every direction.

Earthquake: Let us summon our wise friend Kingfisher, the greatest traveler of all. If water can be found, Kingfisher will know its whereabouts.

Grandmother: Thunder and Earthquake called to Kingfisher. Swift as the wind, he flew to them. Solemn and dignified, he greeted his friends.

Kingfisher: Earthquake and Thunder, you have called me, and I have come. Tell me, what you are doing in this barren place?

Thunder: This land is precisely why we have called you. Earthquake and I wish to transform this place into a land where plants, animals, and people can live, but we need your help.

Earthquake: If we can bring water here, plants will grow, animals will come, and people will be able to live on this land. Can you help us find water?

Kingfisher: Ah, yes, I think I can help with your endeavor. Hundreds of miles from here, at the very edge of the land, I have glimpsed a great body of water. Huge schools of salmon swim in the water, and mighty whales dwell in its depths. Thunder, climb on my back. Together we will journey to the water. Earthquake, please wait for us.



Grandmother: Thunder climbed onto Kingfisher’s back, and together they flew away. Earthquake stood alone on the prairie, watching until his friends vanished into the horizon, and he awaited their return.

Narrator: Grandmother holds her hands like a pair of wings. In the shadows, they create the shape of Kingfisher flying.

Chorus: See Kingfisher flying in the shadows!

Grandmother: They traveled for three days and three nights. By the third night of their journey, both Kingfisher and Thunder yearned for rest. Finally, they reached the place where the land met the water.

Kingfisher: Here is the body of water I told you about. There is much life here. Look at the salmon! Look at the sea lions and the whales!

Thunder: How will we carry the water back to the land?

Grandmother: Thunder scooped up the water in his hands, but it spilled out. Kingfisher filled his beak, but his beak did not hold much water.

Chorus: How will they get the water back to Earthquake?

Grandmother: It was then Thunder came across two enormous abalone (a•buh•LOH•nee) shells lying in a pile of seaweed and debris. He filled the pearly shells until they were brimming with water.

Thunder: Now we can return to Earthquake.

Grandmother: For three days and three nights, Kingfisher flew, with Thunder sitting on his back carefully balancing the abalone shells.

Eldest granddaughter: It must have been difficult to carry the water for three days and three nights!

Chorus: Did Thunder spill any water?

Grandmother: Thunder was very careful and did not spill a drop. Finally, Thunder and Kingfisher arrived at the prairie where Earthquake waited.

Earthquake: Welcome back, my brave friends! I see you have succeeded in bringing the water. Now we can transform this lifeless land into a bountiful place.

Kingfisher: Where should we put the water?

Thunder: Before we pour out the water, let us make a channel so the water can flow. We should also dig a deep place where the water can collect.

Earthquake: Leave it to me!

Grandmother: Earthquake sprinted across the entire length of the prairie. The quaking earth rocked wildly to and fro.

Kingfisher: Run, Earthquake, run! Make a place for the water to flow.



Thunder: Go, Earthquake, go! The land changes with your every step.

Narrator: The children spring up and run around the campfire, stomping their feet in imitation of Earthquake. Their grandmother laughs at the sight. At last, the rowdy children settle down to listen once more.

Grandmother: Earthquake’s heavy footsteps shook the ground so much that it sank, forming a wide, deep trench that stretched for miles.

Thunder: Now we can pour the water onto the land.

Grandmother: Kingfisher and Thunder poured out the water from the abalone shells. With a roar, it cascaded into the trench. Bellowing sea lions, fish of every color and size, and mighty whales poured out of the shells as well. Just like that, part of the prairie disappeared, and an ocean took its place.

Earthquake: We did it, my friends! We transformed the barren prairie into an ocean teeming with life.

Thunder: The waves are full of silver-scaled trout and powerful salmon. Mussels and clams encrust the rocky tide pools along the shore.

Eldest granddaughter: I am grateful to Thunder and Earthquake for their gift of the ocean.

Chorus: Thank you, Thunder and Earthquake!

Eldest grandson: They could not have succeeded if Kingfisher had not found the water.

Chorus: Thank you, Kingfisher.

Chorus: What happened next, Grandmother?

Grandmother: The three friends saw that Earthquake’s rowdy stomping had changed other parts of the land as well.

Thunder: Look! The land alongside our new ocean is no longer flat. Earthquake re-shaped it into hills, mountains, and rivers.

Kingfisher: Now that the land is no longer parched with thirst, forests will flourish here. Deer, foxes, rabbits, and elk will find shelter and nourishment under the trees.

Earthquake: With the abundant plants and animals, people are sure to come. Hunters will track the animals among the trees. Lumberjacks will carve the largest tree trunks into great boats. Children will play in the forests’ shade.

Grandmother: Earthquake and Thunder were pleased with their handiwork, but their hearts were sorrowful at the thought of leaving the beautiful land they created.

Earthquake: I could live happily here forever. Thunder, let us stay and make our home on this land.



Thunder: We will live alongside the people and watch over them.

Kingfisher: The people will never forget that you gave them the bountiful ocean that sustains their lives. The beauty of the ocean will replenish their spirits when they are sad. They will gaze at the misty horizon and find comfort in its beauty.

Grandmother: And so, the prairie became ocean, my children. To this very day, Thunder and Earthquake dwell alongside us.

Narrator: Outside the lodge, the wind howls and thunder booms. Ocean waves slap against the rocky shore. Grandmother and the children pause to listen.

Eldest granddaughter: What a wonderful tale. I’m glad that Thunder and Earthquake decided to live with us, near the ocean.

Eldest grandson: Whenever I hear thunder boom, I’ll remember your story, Grandmother! And someday, perhaps, I will tell it to my own grandchildren.

Narrator: A terrific thunderclap outside makes everyone recoil.

Grandmother: Maybe Thunder was listening to our story, too!


Teacher Resource Book111Lesson 20: The Invention Convention

Characters

The Invention Convention

Elijah, cohost Hope Carmela Voice 2

Malika, cohost Kai Voice 1 Voice 3

Audience Jeffrey

Elijah: Good afternoon, everyone! I’m Elijah. Thanks for coming to What Is That?

This is the most popular event at the Invention Convention.

Malika: What a throng of people we have here. It’s like an invasion of inventors!

I’m Malika, your co-host for this event. I promise that we’ll show you some

exciting new things. Are you ready to get started?

Audience: Yes, we’re ready!

Elijah: For those of you who haven’t been here before, let me explain how this

game works. During the year, our research team scours the country in search of

interesting and useful inventions. We’ve gathered a few of their most unusual

discoveries here today.

Malika: Before we reveal those discoveries, we’ll bring out several people

selected from our audience to judge the inventions. They’ll also choose one

invention to receive the prestigious Invention of the Year Award. Elijah, can you

bring out last year’s award-winner, the Choosy Box, to select our judges?

Elijah: This is very exciting. I’ve never used this device. Inside the Choosy Box

are the cards you turned in at the entrance to the hall. I press this button here

and . . .

Malika: Look! A little mechanical hand has emerged from the side of the box.

It’s reaching inside, and pulling out a name.

Audience: That’s amazing!

Elijah: Our four judges are Hope, Kai, Jeffrey, and Carmela. Please come up to

the stage.

Audience: Welcome, judges!



Elijah: Please introduce yourselves and tell us how you became interested in

inventions.

Hope: I’m Hope from Raleigh, North Carolina. I’ve been interested in inventions

since I was in the third grade. I love finding new ways to do things.

Kai: My name is Kai. I’m a fifth-grade student from Ewa Beach, on the island

of Oahu in Hawaii. I invented a rubber-band-powered launcher for delivering

newspapers from a bike so my arm doesn’t get tired. I like coming up with

creative solutions to problems.

Malika: Delivering newspapers with rubber-band power sounds like quite a feat, Kai.

Jeffrey: I’m Jeffrey, and I work as an aeronautical engineer in Houston, Texas.

I like tinkering with gadgets and discovering new ways to use existing inventions.

For example, I redesigned a bubble gum machine so that it now dispenses

exactly one cup of cereal.

Carmela: My name is Carmela. I just heard about this convention last week.

Who knows? Maybe I’ll be inspired to invent something, too.

Malika: Inspiration is an important part of the inventing process. Are you all

ready to see the inventions?

Hope, Kai, Jeffrey, Carmela: We can’t wait!

Malika: Invention Number 1 looks like an ordinary spoon. But the handle has a

small cord and an adjustable wristband. The inventor is a mother whose baby

kept dropping her spoon during mealtime.

Carmela: I wish I’d thought of that. It’s really appropriate for people like me,

who have children.

Jeffrey: I love to tinker, so I’d propose using a heat-resistant spoon instead of a

metal one.

Malika: That’s a practical suggestion, Jeffrey.

Hope: A fork with the same kind of attachment would be a good idea, too.

I think the baby-product industry would want to sell these items.

Malika: Great insights, everyone.

Audience: Wow! A No Oops Spoon!

Elijah: Sounds like the No Oops Spoon is a success with our judges.



Malika: Good inventions can be unusual, but they should be useful and help

people do something better.

Malika: Invention Number 2 is perfect for busy people with a pet. You can

program this alarm collar to sound at mealtime and at playtime so you don’t

forget to take good care of your pet.

Hope: A collar is certainly more portable than an alarm clock.

Elijah: Most pets circulate around the house rather than stay in one place. I

wonder if the alarm is loud enough to be heard from another room.

Carmela: I heard “I’m hungry” and “Let’s go outside” loud and clear.

Jeffrey: It’s good that the alarm is inside the fabric of the collar and doesn’t

protrude. It won’t get damaged by even the most boisterous, active pet.

Carmela: Does it come in different colors?

Kai: Do they make them for other animals?

Malika: Right now, the Rover Reminder is available only for dogs, but it does

come in three colors.

Audience: Terrific!

Malika: Invention Number 3 is no ordinary T-shirt. It’s reversible and has the

names and logos of two different football teams.

Hope: Perfect! If the team I cheer for loses, I can just turn my shirt inside out.

Elijah: Excellent deduction of the inventor’s purpose for the Fickle Fan shirt.

Kai: I’m not a fickle fan, but I do like a lot of different sports teams. It would be

nice to get two shirts for the price of one.

Malika: Yes, some of these inventions are very practical.

Elijah: And now it’s time for our final invention.

Voice 1: I hear music, but Elijah is holding a toothbrush.

Voice 2: Is the music coming from the toothbrush?

Voice 3: I’m completely baffled.

Elijah: Invention Number 4 is the Tuneful Toothbrush.



Carmela: That’s not new, my nephew has one.

Malika: Not like this one. This toothbrush is programmed with two songs —

Jeffrey: That’s a pretty measly selection.

Elijah: You didn’t let Malika finish. You can also download new songs into it.

Malika: You can even record your own songs.

Kai: Really? That’s awesome!

Hope: I’d love to brush my teeth to my own singing.

Malika: Audience, what do you think of this invention?

Audience: It’s music to our ears!

Malika: This invention isn’t just for fun, though.

Elijah: Dentists recommend that you brush your teeth for 2 to 3 minutes. The

recorded songs are that long, so you know when to stop brushing.

Jeffrey: What a good invention!

Elijah: Now it’s time to choose the Invention of the Year. Judges, which

invention is the winner?

Kai: Anything that makes brushing my teeth more fun gets my vote.

Jeffrey: My instinct tells me the collar has the most possibilities.

Carmela: I have a baby at home, and I’d love to take that spoon home with me

right now.

Hope: My two favorite teams are playing tomorrow, so I could really use that

shirt.

Elijah: Audience, I guess you’ll have to break the tie.

Audience: We choose . . . the Tuneful Toothbrush!

Elijah: Great choice, audience!

Malika: And that’s the end of our program today. Thank you all for coming.

Enjoy the rest of your stay at the convention. And keep thinking about inventions

you can make yourself. See you next year!


Teacher Resource Book115Lesson 25: The Compassion Campaign

Characters

The Compassion Campaign

Penny Baldwin T. J. Mark Kavi Sheila

Eva Soto Brent Family Randy Vasquez

Kiyoshi Jacob Stein Addison Base Felix

Friends

Penny Baldwin: Good afternoon, I’m Penny Baldwin, and you’ve tuned in to

television’s most inspiring program, “The Compassion Campaign.” Each month,

we profile five kids who make their communities better places to live. Reporter

Eva Soto joins us now from California.

Eva Soto: Thank you, Penny. I’m here with Kiyoshi, a fifth-grader from Oakland,

California. Kiyoshi is the brains behind a garden program at her school.

Kiyoshi: Oakland’s climate is good for growing lots of different fruits and

vegetables.

Friends: We grow herbs and tomatoes, pumpkins, lettuce, potatoes, and apples

at our school.

Eva Soto: Where did you learn how to garden?

Kiyoshi: My grandma taught me. With each excursion through her garden,

I learn something new. I used to loathe eating vegetables until I tasted one of my

grandma’s carrots. It wasn’t bland, as I thought it would be. Instead, it was

deliciously sweet!

Eva Soto: Why did you start this garden at your school?

Kiyoshi: In health class, we were talking about eating a balanced diet. I wanted

a way for us students to eat fresh food from a garden.

Eva Soto: What did you decide to do?

Kiyoshi: First, we presented our idea to our principal. Then we asked local

garden stores to donate supplies. Finally, we contacted a professional gardener,

and she volunteered to mentor us and help us plan our garden.



Eva Soto: And now your garden is in full bloom!

Kiyoshi: I like to spend warm days elbow deep in dirt rather than basking in the

sun. I’ll never forget the taste of the first ripe tomato we grew!

Eva Soto: Thanks for sharing your story with us, Kiyoshi. Back to you, Penny!

Penny Baldwin: Thank you, Eva. Now we turn our attention to Houston, Texas,

and reporter T. J. Mark.

T. J. Mark: Many music legends began their careers by playing in the family

garage. Let’s meet one young man who started the same way. Brent, how did

you form your band?

Brent: I’ve always enjoyed playing the guitar. A couple of my friends play other

instruments. One day we started practicing in my parents’ garage.

T. J. Mark: I hear you’ve taken your show on the road.

Brent: Yes. My grandfather lives in Larson Manor, a place for senior citizens. The

residents miss going out for entertainment. A nurse suggested our band bring

some entertainment to the residents.

Friends: We loved the idea!

Brent: I was afraid they might not like our music. But their enjoyment wasn’t

hard to detect. They cheered!

Friends: One man even asked if he could join in on the drums!

Brent: You should come with us the next time we play. We have a gig there

next week.

T. J. Mark: I’ll be there! Back to you, Penny.

Penny Baldwin: Our next stop is sunny Florida, where Jacob Stein is reporting

on how one fifth-grader’s fervor moved people to action.

Jacob Stein: I’m on the Gulf Coast of Florida with Kavi, who took it upon herself

to brighten the lives of some hurricane survivors.

Kavi: Florida’s hurricane season runs from June through November. Not long

ago, this area was hit by a terrible hurricane.



Family: We boarded up our house and got out before the storm hit land. Not

everyone was as lucky.

Kavi: The hurricane left many people homeless, without vital medicines and

other things they needed for living. Some of those people were our neighbors.

Family: Kavi had an idea.

Kavi: There were two dilapidated houses in our neighborhood. They were

owned by the city. My idea was that we should fix up the damaged houses and

offer them to families who had lost their homes in the hurricane.

Jacob Stein: That must have taken a lot of coordination.

Kavi: Yes. I bustled around, visiting city officials, plumbers, electricians, and

house painters. I asked city officials for permission to fix the houses, and I asked

the tradespeople to donate their services.

Jacob Stein: With great results.

Kavi: Thanks! Because of the community’s efforts, we provided new homes for

two families who had nothing left.

Jacob Stein: As you can see, Penny, Kavi’s altruism created a fresh start for

people who needed some help.

Penny Baldwin: What a moving story. Next, let’s go to Ohio and Addison Base,

our reporter who’s talking with Sheila.

Addison Base: Sheila used her artistic sensibility and her passion for the

environment to connect people from Columbus, Ohio, with people around the

world. Sheila, please tell us about it.

Sheila: Last summer, I was the giddiest girl in all of Ohio! My uncle invited me to

go with him on an ecological research trip to Costa Rica.

Addison Base: How was the trip?

Sheila: It was a great adventure! The rain forest is an amazing place that

everyone should be able to enjoy. But soon people may not be able to, because

rain forests there are in big trouble.

Addison Base: So you decided to take action.



Sheila: I thought people might be more interested in preserving these precious

forests if they could see how beautiful they are. I asked twelve of my friends to

each draw a rain forest scene based on the photographs my uncle had taken. We

put our illustrations together to make calendars.

Addison Base: That must have been fun.

Sheila: It was! We sold copies of the calendars at a craft fair and donated all of

the money to an advocacy group that works to protect rain forests.

Addison Base: Sheila’s enterprising effort really paid off! Back to you, Penny.

Penny Baldwin: For our last story, we go to Atlanta, Georgia, where Randy

Vasquez talks to Felix and his furry friends.

Randy Vasquez: Felix, you have a greyhound, a golden retriever, and a

poodle — all wanting to be petted.

Felix: These dogs can’t get enough attention. That’s the main reason I spend so

much time at the animal shelter. Animals get lonely, too.

Randy Vasquez: The shelter director told me that you come here every

Saturday with a group of friends.

Felix: For my birthday, my dad took me to the shelter to pick out a puppy.

I ended up getting a clumsy mutt named Rascal. He’s my pal, and he goes

with me everywhere. Visiting the shelter made me feel bad for all of the other

animals, though.

Randy Vasquez: So you organized a program?

Felix: Right. We take the dogs on walks. They love to stretch their legs and enjoy

the fresh air. We use old socks and string to make toy mice for the cats. They love

to chase them around.

Randy Vasquez: What is the most unusual animal you’ve seen in the shelter?

Felix: Once, a pig was brought to the shelter. We named him Mr. Oink. Mr. Oink

had been mistreated. We helped build his trust again by being gentle and patient

with him.

Randy Vasquez: What other kinds of animals are in the shelter?



Felix: Sometimes birds are brought in. When birds are under stress, they can lose

their feathers. You know they’re feeling safe again when their feathers grow back.

Randy Vasquez: Maybe you’ll grow up to be a veterinarian one day or have a

shelter of your own! Keep up the good work, Felix. Penny, back to you.

Penny Baldwin: All five stories today show that good things happen when kids

turn compassionate feelings into compassionate actions. Tune in next month,

when we travel to New York to check out murals in the making. Good-bye

for now!


Teacher Resource Book120Lesson 30: Exploring the Gulf Coast

Characters

Exploring the Gulf Coast

Narrator Amir William

Captain Carolyn Lynda Chorus

Sammy Dominic

Narrator: Four explorers, a boat captain, and a photographer from the nature

magazine Big Wild World are in a small boat along Florida’s Gulf Coast. It’s a

sunny day, and the Gulf is calm.

Captain Carolyn: Welcome, explorers! I’m Captain Carolyn, and today we will

be adventuring along Florida’s Gulf Coast. This is Sammy, an award-winning

nature photographer.

Sammy: Thanks, Captain Carolyn! When Big Wild World magazine sent me on

assignment to take photographs of Florida’s Gulf Coast, I knew I needed some

help. I’m not accustomed to exploring coastal terrain.

Amir: Then you are in for a treat!

Lynda: Exactly what are you looking for as we explore the Gulf Coast?

Sammy: My editor asked me to take photographs of a green turtle, a

cottonmouth snake, and a red wolf — nothing special.

Amir: Nothing special? This is a potentially impossible task!

Sammy: What do you mean?

Dominic: Green turtles are an endangered species, and they’re very hard to find.

As far as I know, they make their nests on the Atlantic coast, not here on the Gulf

Coast.

Lynda: The cottonmouth snake is a dangerous, poisonous snake. It’s also difficult

to find.

William: And how do you expect us to find wolves while traveling in a boat?

Amir: This may be a grueling experience.



Chorus: You’ve got a challenge ahead of you, crew!

Captain Carolyn: Fellow explorers, we’re poised for a great challenge. I’m up

for it — are you?

Dominic: Yes!

Lynda: You bet!

Amir and William: Count us in.

Narrator: Captain Carolyn starts the boat. The explorers hold their binoculars

ready, and Sammy checks his camera.

Sammy: While we’re looking for the animals, can anyone give me some facts

about Florida’s Gulf Coast? They might come in handy for the article.

Amir: I earnestly believe the best parts of the coast are the areas that are most

isolated. I’m appalled at how the development of cities and towns has destroyed

much of the wildlife on the coast.

Lynda: I believe that the variety of wildlife is what makes Florida’s Gulf Coast so

special!

Sammy: Thank you for your opinions, but opinions are insufficient. I need

information I can prove. For example, exactly how long is the coastline?

Amir: Long.

Lynda: Very long.

Chorus: Facts can be proven — remember that crew! Tell us something we can

find to be true.

Dominic: The coast is more than 700 miles long.

Lynda: Here’s another fact. That tree that looks as if it’s standing on many legs in

the water is a red mangrove. It’s the most common mangrove species in Florida.

William: Mangrove forests protect the high land from storm winds. They also

protect the land from erosion.

Lynda: Mangroves are truly remarkable!

William: Remember, Sammy asked us for facts. Do you have any facts to

support your opinion?



Lynda: You bet! Mangroves can live in salt water, because they’ve adapted so

that they can extract fresh water from salt water. Some use their roots to block

salt, and others “sweat” salt through their leaves.

Captain Carolyn: We’re about to pass an estuary on our right.

Sammy: What’s an estuary?

Lynda: Only one of nature’s most exceptional environments.

Amir: An estuary is the place where fresh water meets salt water.

Dominic: The Calusa Indians relied on the estuaries as sources of shellfish and

other food. The Calusa lived on the Gulf Coast long before European settlers.

They constructed impressive canals across Florida.

Amir: Experts say that the Calusa’s canals were the greatest architectural wonder

in North America!

Lynda: The canals are great, but not as great as the cliff dwellings in the

Southwest.

Amir: I disagree! The canals are greater!

Dominic: There is no way to prove which is the greatest early architectural

achievement on this continent. You could go back and forth with your opinions

all day!

Captain Carolyn: No more bickering. Let’s get down to business. We still

haven’t seen a green turtle or any of the other animals Sammy is looking for.

Dominic: A green turtle can weigh the equivalent of the weight of two adult

humans!

William: The green turtle has a heart-shaped shell and a small head. It also has

single-clawed flippers.

Lynda: It’s the most regal creature to roam the sea.

Chorus: Facts can be proven, of course, of course. You won’t find that in a

reference source!

William: The green turtle breeds on the beaches along Florida’s Atlantic Coast.

Amir: Then it comes to feed in the Gulf.



Dominic: Sadly, many things can harm the green turtle. For example,

sometimes, green turtles eat debris in the water, such as balloons, plastic bags,

and plastic foam.

Sammy: What’s its customary food?

William: Green turtles like to eat turtle grass, the largest sea grass in Florida. Its

leaves look like ribbons. The grass grows near estuaries.

Lynda: Let’s get up close to an estuary and see if we can find a green turtle.

Captain Carolyn: I’ll turn off my engine. Silence is essential — otherwise, the

turtles will dive out of sight.

Lynda: Look! Near the clumps of sea grass.

Amir: Do you see what I see?

Sammy: I sure do. It’s a green turtle. Wow, what a shot I got!

Chorus: Good job, crew. You found the green turtle.

Captain Carolyn: Next, let’s try to find a cottonmouth.

Dominic: The cottonmouth has a thick head that’s conspicuously broader than

its neck. When you look at it from above, you can’t see its eyes.

Amir: Cottonmouths are scary.

Chorus: Facts can be proven — remember that crew! Tell us something we can

find to be true!

William: The cottonmouth got its name because the interior of its mouth is

white. The cottonmouth is also called a water moccasin.

Dominic: It feeds on fish and frogs.

Chorus: The cottonmouth snake is a dangerous snake! Leave it alone! Just let it

be! That’s a fact that we guarantee!

Amir: Never provoke a snake. You can’t always tell if it’s dangerous.

Lynda: Look above us on that tree limb. That’s the fiercest snake I’ve ever seen!

Amir: Look out! It’s flinging itself at us.

Narrator: Captain Carolyn quickly maneuvers the boat away. The snake lands in

the water, narrowly missing the boat’s deck.



Chorus: Good job, Captain Carolyn!

Sammy: I got a couple of incredible shots of the cottonmouth.

William: I’m sorry to disappoint you, but that wasn’t a cottonmouth.

Chorus: Then what was it?

William: A harmless brown water snake. They like to bask in the sun on tree

limbs.

Dominic: When boats rush toward them, they get frightened and try to escape

by throwing themselves into the water.

William: Many people confuse the water snake and the cottonmouth.

Sammy: You mean we weren’t in peril after all?

Amir: No, but you would be if you stepped on that log over there. That brown

coil is the snake you’re looking for.

Narrator: Sammy snaps several photos of the cottonmouth on the log.

Captain Carolyn: Onward! We still need to find a red wolf.

Lynda: Let’s head to the adjacent St. Vincent National Wildlife Refuge.

Sammy: Why?

Lynda: St. Vincent is an island with no human habitation. The absence of people

allows wildlife to flourish.

Dominic: The refuge was supposed to be a sanctuary for wood ducks and the

blue-winged teal.

William: We may find red wolves there. They look a little like coyotes, but they

have red coloring around the face, neck, and legs.

Captain Carolyn: That’s St. Vincent ahead of us. I’ll slowly circle the island.

Narrator: Everyone leans forward, squinting at the island before them.

Amir: There! On that little hill! Are those wolves?

Narrator: Captain Carolyn steers the boat closer for a better look.

Amir: They are! They’re red wolves!

Sammy: This is going to be my best photo yet.



William: I enjoy the tranquility of sailing along the coast, but this is an explorer’s

dream day.

Chorus: You found all the animals! Now take a picture to celebrate!

Sammy: Everyone huddle together.

Chorus: One, two, three . . .

Captain Carolyn, Amir, Lynda, Dominic, and William: Cheese!



Editor’s Marks

delete text

insert text

move text

new paragraph

capitalize

lowercase

correct spelling

close up letters

transpose letters



Proofreading Checklist

When you proofread a paper, you check for and correct errors in

grammar, spelling, capitalization, and punctuation. Use these

strategies to proofread your work:

• Read your paper aloud to focus on each word.

• Slide a blank sheet of paper down each line as you read so that

you can focus on one line at a time.

• Think about the kinds of errors you make most often. Look for

and correct these errors first.

• Use a checklist like the one below. Make a checkmark next to

each step as you complete it.

Grammar

Did you use common and proper

nouns correctly?

Did you use singular and plural

possessive nouns correctly?

Do your subjects and verbs agree?

Are your verb tenses consistent?

Did you use the correct forms of

adjectives, verbs, and adverbs?

Did you use subjective- and

objective-case pronouns correctly?

Spelling

Have you spelled all words

correctly?

Did you use a dictionary to

confirm spellings?

Capitalization

Have you capitalized the

beginnings of sentences?

Have you capitalized all proper

nouns?

Punctuation

Did you end each sentence with

appropriate punctuation?

Did you use commas to separate

items in a series?

Did you use commas in dates and

addresses?

Did you use apostrophes in

possessives and contractions?

Did you use quotation marks to

punctuate conversations?



Writing Conferences

The purpose of a writing conference is to deepen your understanding of a student’s work and to provide individualized instruction that will help students grow as writers. An effective writing conference has two objectives.

• To listen carefully to the student’s reading aloud of his or her writing in order to gain an overall understanding of the student’s work.

• To provide individualized instruction, based on information gathered in the conference.

The following suggestions may be used for planning and holding writing conferences:

• At the beginning of the year, keep conferences informal. Circulate through the room, engaging students in discussions of their writing.

• Choose a few students to conference with each day.

• Keep running records.• Allow students to read their writing to you

and to talk first.• Be prepared with questions to help

students get started, use strategies, or take their writing to the next step.

• Focus on correcting one or two things—areas that are typically challenging for the student and any recently taught concepts.

• Help the student identify strengths and weaknesses in the writing.

• Help the student decide what to do next.

You may wish to use the following questions during the stages of the writing process.

PREWRITING

• What are some topics you might write about?

• What would be a good way to start this piece of writing?

• What are some ideas you would like to include?

DRAFTING

• What is the most important idea you are trying to express? Can you tell me more about this?

• What is the best way to organize your ideas?

REVISING

• Does this sentence belong here? Should it be moved somewhere else or taken out?

• How can you make your ideas clearer to readers?

• What do you think is the weakest part of this paper? What can you do to make it strong?

• How can I help you make your writing better?

Use the specific writing conference forms on the following pages to guide your discussion of students’ writing. Alternatively, you may want to have students use the forms to peer conference about their writing. Before beginning the conference, distribute the form to students, and have them complete the self-reflection. Add the completed form to students’ writing portfolios.

129© Harcourt • Grade 5

Teacher Resource Book

Author: Date:

Title:

SELF-REFLECTION

I read this piece aloud to myself: once twice many times

The part I like best is

One change I made based on my rereading was

One thing I would like help with is

TEACHER/PEER EVALUATION

Date: Feedback from:

• Does the writer use a unique personal voice? yes/no

Comments:

• Are the story events organized in sequence? yes/no

Comments:

• Does the writer use vivid, descriptive words? yes/no

Comments:

• The part I liked best is

• One part that I think could be revised is

Writing Conference: Personal Narrative



Writing Conference: Response to Literature

Author: Date:

Title:

SELF-REFLECTION







• Does the writer include a brief summary that demonstrates an understanding of the literature? yes/no

Comments:

• Does the writer connect the literature to his or her own life? yes/no

Comments:

• Is the writing organized in a logical way? yes/no

Comments:

• Are ideas developed and supported with specific examples from the literature? yes/no

Comments:





Writing Conference: Expository Composition

Author: Date:

Title:

SELF-REFLECTION







• Does the writer include examples and details to make the explanation clear? yes/no

Comments:

• Does the writer use sentences that build on the one before it? yes/no

Comments:

• Does the writer summarize the explanation in the conclusion? yes/no

Comments:

• Does the writer use correct spelling, punctuation, and capitalization? yes/no

Comments:





Writing Conference: Narrative

Author: Date:

Title:

SELF-REFLECTION







• Does the writer introduce the characters, setting, and conflict at the beginning? yes/no

Comments:

• Does the writer use words that help readers picture the plot events? yes/no

Comments:

• Does the writer organize the story to show a clear series of plot events leading to the resolution? yes/no

Comments:

• Did the writer add personal touches to make the writing original? yes/no

Comments:





Writing Conference: Persuasive Composition

Author: Date:

Title:

SELF-REFLECTION







• Is the writer’s opinion clearly stated? yes/no

Comments:

• Does the writer provide strong reasons to support his or her opinion? yes/no

Comments:

• Does the writer provide examples to support each reason? yes/no

Comments:

• Does the writer provide a clear call to action in the conclusion? yes/no

Comments:





Writing Conference: Research Report

Author: Date:

Title:

SELF-REFLECTION







• Are the topic and supporting ideas clear? yes/no

Comments:

• Is the writing organized in a logical way, such as by main ideas and details? yes/no

Comments:

• Does the writer use information from a variety of sources? yes/no

Comments:

• Does the writer use text features such as headings, visuals, and captions? yes/no

Comments:



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